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Pertaining to the new migrant wave of Québec, Felicia Mihali professes a plural identity by personal example, depicted in her ten novels, as well as by building original narrative worlds in a literature of intranquility. The present analysis focuses on a kaleidoscope of feminine characters torn by individual histories or the collective History of (post)communism. She are at the same time (de)mythicalized and (de)mystified, thirsty women driven by migrant ardour, exiled to a real or imaginary somewhere else in search of resilience.

Ecrivaine de la nouvelle vague migrante au Québec, Felicia Mihali affirme une identité plurielle tant par l’exemple personnel, biographié dans ses dix romans, que dans la construction des mondes narratifs originaux dans une littérature de l’intranquillité. Notre analyse pointe un kaléidoscope de personnages féminins fracturés par les histoires individuelles ou l’Histoire collective (post)communiste. Des femmes (dé)mythifiées et (dé)mystifiées à la fois, des femmes assoiffées et mues par ardeur migrante, en exil vers un ailleurs concret ou dans l’imaginaire à la recherche de la résilience, démythifiées et démystifiées à la fois.

The purpose of this work is to construct a problematics of narrativity manifested in the diverse discourses of the Covid-19. It attempted to show some narrative and metaphoric features of this discursivity. The Covid-19 pandemic produced a variety of narratives and is also constructed by such narratives. This mutual constructiveness provides insight into narrative change strategies in the context of Covid-19 for the future. Now in the era of pre-Coronavirus (BC=before Coronavirus), the main narrative at the beginning of the age of 21 was how to create openness to move the narrative of the unsustainable state of populism and neoliberalism. Covid-19 expanded the semiotic space where narrative changes can occur. How do we make meaning in a global pandemic? The narrative semiotics may highlight some of the principles for changemakers who are moving forward in the world of Covid-19.

Geneva! Place du Rhône square, we can see a NON metamorphosing into a OUI on a large sky background, even though this small square is nestled between buildings. In order to successfully display this vision against the background of the sky and thus avoiding the buildings and signs of this square, Markus Raetz had to reduce from 90° to 66° the angle between the axis of vision of NON and that of OUI. If 90° is the right angle to hide one image from the other, wouldn't the OUI and NON images have a chance of appearing simultaneously at 66°? Would it then be a form related to the Duck-Rabbit? Precisely, not far from the famous Raetz’ Rabbit, I found another one, on the famous Geneva altar painted by Witz!

Genève ! Place du Rhône, on voit un NON se métamorphoser en OUI sur un grand fond de ciel, alors même que cette petite place est encaissée entre des immeubles. Pour réussir cette vision entièrement sur fond de ciel et donc en évitant les immeubles et enseignes de cette place, Markus Raetz a dû réduire de 90° à 66° l’angle entre l’axe de vision du NON et celui du OUI. Si les 90° permettent justement de cacher une image par rapport à l’autre, avec 66° l’image du OUI et celle du NON n’ont-elles pas une chance d’apparaître simultanément? S’agirait-il alors d’une forme relevant du Lapin-Canard ? Justement, non loin du fameux Lapin de Raetz j’en débusquais un autre, peint par Witz sur son célèbre retable de Genève !

This study analyzes the impact of a practical teaching of critical thinking on the writing skills of French language learners in an institutional context in Iran. Learners were divided into two groups, an experimental group and a control group; Honey's (2005) Critical Thinking Questionnaire was administered to the participants and their scores were analyzed to ensure that there was no significant difference between the two groups regarding their critical thinking abilities at the beginning of the training. Learners completed five semesters of coursework with identical course objectives and activities. However, the experimental group also received critical thinking training through media analysis, debates, and problem-solving activities. The analysis of the data, which consisted of qualitative analysis of students’ writings in the middle and at the end of the training, indicates that the experimental group outperformed the control group in writing. These results imply that critical thinking activities had a positive impact on learners' writing skills since they allowed them to perform writing tasks by paying attention to the writing as a process, rather than only focusing on the final product.

Cette étude tente d’analyser l'impact de l'enseignement de la pensée critique sur le développement des compétences d'écriture des apprenants du français langue étrangère en contexte insitutionnel en Iran. Les apprenants étaient divisés en deux groupes, un groupe expérimental et un groupe témoin et le questionnaire de pensée critique de Honey (2005) était administré aux participants des deux groupes afin d’assurer qu'il n'y avait pas de différence significative entre les deux groupes concernant leur capacité de pensée critique au début de la formation. Les apprenants ont suivi cinq semestres de formation dont les objectifs du cours et les activités étaient identiques, mais le groupe expérimental a également reçu une formation à la pensée critique à travers des activités d’analyse des médias, de résolution de problèmes, et de débats, tandis que le groupe témoin n’a suivi aucune formation à la pensée critique. L’analyse des données, qui consiste en analyse qualitative des écritures des apprenants des deux groupes au milieu et à la fin de la formation, montre que le groupe expérimental a surpassé le groupe témoin en matière de production écrite, ce qui indique que l’enseignement de la pensée critique avait un impact positif sur les compétences d’écriture des apprenants, puisqu’elle les a rendus capables d’écrire en faisant attention au processus d’écriture plutôt que focaliser uniquement sur le produit final.

From April 1st to April 6th, public broadcasting systems including MBC, KBS, and TBS continued to cover the news in the frame of ‘collusion between prosecution and media’. I analyzed the news frame in 4 research questions (RQ). RQ 1. Was the news frame accurate? RQ 2. Was the news frame balanced? RQ 3. Was the news frame impartial? RQ 4. “Who benefits (cui bono) from the news frame? As a result of the analysis, the news frame of ‘collusion between prosecution and media’ in public broadcasting systems' wasn't ‘accurate’, ‘balanced’, and ‘impartial’. The news frame was for the benefit of the ruling powers. Even in the Moon Jae-in government Launched after the 2016 Candlelight Revolution, the pro-government reporting behavior of public broadcasting systems has not changed.

This paper outlines the interdisciplinary approach in my forthcoming monography “Horizon of Culinary Semiotics” (written in Korean, 2022). Based on Cultural Semiotics and Text Linguistics, it deals with semiotic characters of food, its modes of preparation, dining programs, behavior and etiquette of eaters, culinary discourse involved in it as well as aesthetics of culinary narratives. For that we investigate a wide range of semantic features of gustemes, semiotic square of eater types and food-related figuration of culturemes (=reality model): in short, semantics and syntax of spatio-temporal setting, kinemics of preparation and consumption, proxemics of table companions and pragmatic maxims for participant-interactions. These syncretisms in the kitchen (=ars culinae) of most societies, which are becoming more important in the era of globalization, should be here systematically described and explained by equally syncretic discipline of Culinary Semiotics by which I would like to (re-)formulate all the relevant contributions and connect them into a unified framework.

Writing a recipe is no easy task. It requires great care to render those various steps clearly, placing them in order, explaining the reasons for their importance in achieving the final result. However, over time the technique for writing a recipe, and consequently for composing an entire recipe book, has not just been perfected, but has reached fairly stable standards that, when reproduced, make teaching others to cook using the written word a fairly common practice. So, this article try to answer to the answers: How are recipes structured? What order do they follow when describing a culinary procedure?

In the context of a Catholic parish, the responsible leaders referred to in this article are the priests, and the collaborators are the faithful committed to volunteering for the functioning of the parish. Originally considered as noble people because of their function, several sensitive questions have tarnished the notoriety of priests. What happens when the leader's authority is weakened? Based on interviews with 30 priests and 20 volunteers, this study examines the reaction of each other in a situation of weakening the authority of the leader.

En contexte de paroisse catholique, les leaders responsables dont il est question dans cet article sont les prêtres, et les collaborateurs sont les fidèles engagés dans le bénévolat pour le fonctionnement de la paroisse. Originellement considérés comme des gens nobles en raison de leur fonction, plusieurs questions sensibles ont terni la notoriété des prêtres. Qu’advient-il lorsque l’autorité du leader se trouve fragilisée ? A partir des entretiens réalisés auprès de 30 prêtres et de 20 bénévoles cette étude s’intéresse à la réaction des uns et des autres en situation de fragilisation de l’autorité du leader.